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All Journal JURNAL GIZI INDONESIA Jurnal Psikologi Analitika : Jurnal Magister Psikologi UMA JURNAL DIVERSITA Psikologia: Jurnal Pemikiran dan Penelitian Psikologi ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Jurnal Pendidikan Indonesia (Japendi) MULTIPLE: Journal of Global and Multidisciplinary
Sri Supriyantini
Fakultas Psikologi, Program Studi Magister Psikologi Profesi, Universitas Sumatera Utara, Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences Other

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Program of Emotion Management Training for 4th Grade Students of SD Kemala Bhayangkari 1 Medan Clarencia, Graceia; Hani, Tsabitah; Siahaan, Nadya Odetta; Mumtaz, Farhani Amanda; Ramadhani, Raisya Putri; Selima, Ulya Fachira; Nasution, Arrowva Nafsyah; Dharma, Annisa Iqlima Ade; Supriyantini, Sri
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10659

Abstract

Although emotion regulation has been widely examined in previous studies, research specifically evaluating the effectiveness of emotion regulation training for elementary school students in Indonesia, particularly in private schools emphasizing discipline and character development such as SD Kemala Bhayangkari 1 Medan, remains limited. This study aimed to evaluate the effectiveness of emotion regulation training for students at SD Kemala Bhayangkari 1 Medan. A quantitative approach with a pre-experimental one-group pre-test post-test design was employed, involving 21 fourth-grade students selected through convenience sampling. Data were collected using pre-test and post-test measures and analyzed using the Wilcoxon Signed-Rank Test with JASP software. The findings indicate no significant difference between students’ pre-test and post-test scores. This result does not necessarily indicate that the training was ineffective; rather, students’ pre-test scores were already in the good category, limiting the potential for measurable improvement after the intervention. The study concludes that emotion regulation remains important in strengthening students’ ability to understand, recognize, and adaptively manage their emotions. These findings contribute to the development of school-based psychological intervention literature, particularly in relation to emotion regulation among elementary school children. Practically, the study provides insights for educational institutions, teachers, and psychologists in designing emotion regulation training that is better aligned with students’ initial emotional competence. Future research should examine the long-term effectiveness of emotion regulation training and its potential impact on students’ academic achievement.
Co-Authors Albandary, Dea Muthia Clarencia, Graceia Dea Muthia Albandary Dedek Prilyanti Dharma, Annisa Iqlima Ade Dwi Nastiti Iswarawanti Emmy Mariatin Endang Haryati Erlyani Fachrosi Hani, Tsabitah Mumtaz, Farhani Amanda Nasution, Arrowva Nafsyah Nazmah Nazmah, Nazmah Oslida Martony Rahmita Wahyuni Ramadhani, Raisya Putri Reni Susanti Rina Doriana Pasaribu Selima, Ulya Fachira Siahaan, Nadya Odetta Tarmidi Tarmidi Tarmidi Tarmidi Tarmidi